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This chapter offers practicable alternatives to some of the most pressing problems facing urban public education in the United States. The narrowing of the curriculum and the emphasis on “high stakes testing” and test preparation has contributed greatly to the high dropout rates in urban public schools. “Freedom Schooling: A New Approach to Federal-Local Cooperation in Public Education” was published in 1978 to address these problems by calling for an expansion of alternative public schools modeled after the innovative educational programs developed at urban magnet schools in the arts, music, science, foreign languages and cultures, sports and athletics, and other fields. Since that time, research on the public magnet schools has revealed that the innovative curricula increase student motivation, lower dropout rates, and produce levels of academic achievement higher than in traditional public schools. In calling for the development of “freedom schools” as alternatives to the traditional public schools, the goal is to motivate the students through the innovative content areas and have them pursue mastery of specific skills and talents in the arts, music, sports, technology, and other areas. Moving beyond the narrow emphasis on testing in reading and mathematics, students attending the “freedom schools” would be expected to demonstrate mastery of specific artistic forms, musical techniques, athletic practices, technological innovations, or other skills. The opening of “freedom schools,” focused on mastery learning, would address the academic failure in urban public schools by raising motivational levels and developing student mastery in specific areas of educational practice.

This chapter examines one vocational high school's response to a state exit exam. Many states now require high school students to pass an exit exam before graduating, a key element of standards-based accountability reforms. Little is known about how educators and students inside vocational schools respond to these exams which typically emphasize literacy and academic skills. We examine how one such school attempted to respond to demands linked to the exit exam and the state's labeling the school as underperforming. While teachers reported support for state intervention and placing stronger demands on the school, one remedy involved becoming more selective in terms of new students admitted. As a result, tensions arose between academic subject and vocational teachers. Deep frustrations were voiced by several teachers and students about whether preparation was sufficient to ensure a reasonable pass rate. We employ a critical public policy framework to illuminate how this policy shock spurred positive action while penalizing students for years of insufficient preparation in the public schools.

This paper uses two complementary approaches to estimate the effect of right-to-work (RTW) laws on wages and unionization rates. The first approach uses an event study design to analyze the impact of the adoption of RTW laws in five US states since 2011. The second approach relies on a differential exposure design that exploits the differential impact of RTW laws on industries with high unionization rates relative to industries with low unionization rates. Both approaches indicate that RTW laws lower wages and unionization rates. Under the assumption that RTW laws only affect wages by lowering the unionization rate, RTW can be used as an instrumental variable (IV) to estimate the causal effect of unions on wages. In our preferred specification based on the differential exposure design, the IV estimate of the effect of unions on log wages is 0.35, which substantially exceeds the corresponding OLS estimate of 0.16. This large wage effect suggests that RTW may also directly affect wages due to a reduced union threat effect.

This volume is devoted to a number of multifaceted issues regarding worker well-being. Of the 15 chapters, the first two are the most general, dealing with overall earnings distribution and overall changes in welfare policy. The remaining chapters examine specific aspects of human welfare. They cover fertility, disability, minimum wage, pension wealth, human capital investment, migration, health, and earnings. The book culminates with four chapters relating to gender and the family. Ultimately, determining who works, how much is earned, and how these earnings get distributed define the components of individual and social welfare. The topics covered in this volume shed light on these questions.

A number of incidents and community movements in the post-economic growth era have come to shape understandings of the Republic of Ireland’s marginalized groupings. These groups exist in both urban streetscapes and rural communities; all have come to represent a new culture of transgressive resistance in a state that has never completely dealt with issues of political legitimacy or extensive poverty, creating a deviant form of ‘liquid modernity’ which provides the space for such groupings to exist. This chapter demonstrates that the prevailing ideology in contemporary, post-downturn Ireland have created the conditions for incidents of ‘cultural criminology’ that at times erupt into episodes of counter-hegemonic street level governmentality.

The chapter further argues that these groups which have emerged may represent the type of transgressive Foucaultian governmentality envisaged by Kevin Stenson, while they are indicative of subcultures of discontent and nascent racism, which belie the contented findings of various affluence and contentment surveys conducted during the years of rapid growth. The chapter develops this theme of counter-hegemonic ‘governmentality’, or the regional attempts to challenge authorities by local groups of transgressors. The chapter finally argues that, in many ways, the emergence of a culture of criminality in the Irish case, and media depictions of the same can be said to stem from the corruption of that country’s elites as much as from any agenda for resistance from its beleaguered subcultures.

Purpose – The negotiated order branch of symbolic interaction used to examine the process by which welfare regulations were dramatically changed in which the forty-year old AFDC (Aid to Families with Dependent Children) was abandoned, and a new W-2 (Welfare Works) welfare reform effort was developed and socially negotiated with the Federal government and in the State of Wisconsin. We probe interactions within the mesodomain of four levels of actors: the Federal government; State-level government in both the executive and legislative branches; county-level government; and public and private welfare service delivery agencies.

Method – Qualitative, naturalistic, ten-year field study entailing interviews and archival analyses.

Findings – The reform effort involved the mutual constitution of the W-2 social structure and the social interactions that surrounded it through such strategies as negotiation, conflict, manipulation, coercion, exchange, bargaining, collusion, power brokering, and rhetoric, which were all circumscribed by and interpenetrated with the predecessor AFDC rule system. In turn, the welfare budget was reduced from $652m to $257m. We observed that the macro structure of welfare shaped the micro social actions of a variety of actors, and that micro social action by institutional entrepreneurs reconstituted structure of welfare policy in what proved to be a moving matrix.

Research implications – Implications were directed at extending and refining the negotiated order perspective.

Social implications – Given that the number of welfare recipients was reduced from 300,000 to 10,000, their fate in a weak economy was explored.

Originality – Chapter extends symbolic interaction concepts to examine a contested social domain.

As states and districts increasingly focus on school leadership training programs, one less discussed yet vital component is the support mechanisms that can accelerate school leadership performance. This chapter highlights the unique school coaching model developed by NYC Leadership Academy (Leadership Academy), a national organization focused on improving student outcomes through effective leadership practice. Using a standards-based, facilitative approach to coaching early-career leaders in high-need schools, the Leadership Academy has developed a rigorous process for training and developing a cadre of coaches to provide intensive coaching support to school leaders that focuses on strengthening their leadership performance. The chapter discusses the methods and results of the Leadership Academy’s coaching model for the 139 principals leading high-need schools as part of the U.S. Department of Education’s School Leadership Program (SLP) and offers insights into school leadership coaching as a distinct professional practice in education.

Unemployment insurance (UI) reduces the opportunity cost of leisure, but it is unknown whether this additional leisure time is physically active. To obtain unbiased estimates of the effect of UI on physically active leisure participation, I exploit changes in UI program legislation across US states and time. Using nationally representative monthly data between 2003 and 2010 from the Behavioral Risk Factor Surveillance System (BRFSS) and the American Time Use Survey (ATUS), I find evidence that both state UI eligibility expansions and increases in maximum allowable state UI benefits coincide with greater probability of physical activity among the recently unemployed. Based on point estimates, state UI eligibility expansions increased the probability of physical activity participation by 8–10 percentage points among the unemployed with less than a high school education, while a 10% increase in the maximum allowable state UI benefit increased the probability of physical activity by 0.3 to 0.6 percentage points among the unemployed who have completed high school or some college.

This chapter commences by depicting the rise of Africa as a force on the world map as a contextual background for a survey of the education expansion and reform project on the continent in the past 65 years – arguably the biggest education expansion drive in human history. The main lines of the education expansion and education reform in Africa are reconstructed. Education in Africa is then assessed in terms of three dimensions: quantitative, qualitative, and equalization. While being nothing short of spectacular, the education project in Africa faces severe challenges, on all three fronts of the quantitative expansion, quality, and equality dimensions. At the same time, as the African continent is embracing the world of the twenty-first century, this changed world is also adding its share of imperatives to education. Finally, the role of comparative international scholarship in negotiating these imperatives and challenges is noted.